Show you how you will be assessed. be creative. solve problems show your passion for the subject. should take 10 hours - this will include
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1 The purpose of this chapter is to guide you through the requirements of the internal assessment (IA) in ESS. It will: Explain why there is an IA. Confucius Tell you what is required and how long you should take. Explain how much help you can expect. Show you how you will be assessed. The IA: Is an individual investigation of a student-designed research question related to environmental systems and societies. Is compulsory for all students ta king ESS. Contributes up to 25% of the total assessment (?5% is external assessment]. Is marked out of 30 by the teacher according to markband level descriptors published in the ESS guide. A sample is sent to the 18 (after being authenticated by the teacher] for moderation. Apart from the fact that you have to, the IA serves many purposes. You can: apply the skills and knowledge you have gained pursue your own personal interests (within the limitations of the course) The IA. be creative solve problems show your passion for the subject. is an individual investigation of a research question that has its foundations in the environment and society must be designed and implemented by you the student is a written a report of between 1, 500 and 2, 250 words long (do not exceed this or you will lose marks) must be properly referenced and cited must address the assessment criteria (see ) cannot be the same research question as your extended essay should be guided by your teacher should take 10 hours - this will include time for consultation with the teacher to discuss the research question before the investigation is implemented time spent developing methodology time collecting data 402 but not time in writing it up. Your teacher will not set you adrift - they will help prepare you for laby: going through the assessment criteria; you must understand w these are so you can aim to fulfil them to the best of your
2 S i;>i7ermal ASSESSMENT going through the animal experimentation policy (if necessary) discussing your initial ideas with you - your teacher does not come up with the idea, you do, but they will guide you reviewing your progress, giving feedback and checking authenticity reading one full draft of the work - your teacher is not allowed to edit your draft but they can read it and give you advice on how to improve - this may be written or oral explaining clearly the significance of academic honesty (authenticity and intellectual property). It is important that you investigate an issue that interests you (you are spending 10 hours investigating it) because this will make it easier to use your results and apply them to the real world and suggest solutions. In the investigation you should: Focus on a particular aspect of an ESS issue (you have a word limit so do not make it too broad) but make sure it is linked to a broader area of environmental and societal interest. Develop appropriate methodologies that will generate sufficient data. Here are a few ideas: interviews issues-based enquiries to inform decision making ecosystem modelling (eg mesocosoms or bottle experiments) models of sustainability use of systems diagrams or other valid holistic modelling approaches collection of both qualitative and quantitative data. Analyse the data and the knowledge you gain to improve your understanding of the issue: estimations of NPP/GPP or NSP/GSP application of descriptive statistics (measures of spread and average) application of inferential statistics (testing of null hypotheses) other complex calculations cartographic analysis use of spreadsheet or database. 6 Then apply your results to a broader (local, regional or global level) environmental and/or societal context so you can suggest solutions to a problem/issue - so if you do not start with an issue/problem you cannot propose a solution. This broader discussion does not have to be in direct relation to your findings. However, the discussion is a chance for you to show creative thinking and novel solutions.
3 For Internal Assessment, the following assessment criteria will be used: Identifying the context Planning Results, analysis and conclusion Discussion and evaluation Applications Communication Total [20%] [20%] (20%) (20%] [10%) (10%] (100%) This section looks at the criteria you will be assessed against. These are taken straight from the ESS guide. This criterion assesses the extent to which the student establishes and explores an environmental issue (either local or global) for an investigation and develops this to state a relevant and focused research question The student's report does not reach a standard described by any of the descriptors given below.. States a research question, but there is a lack of focus.. Outlines an environmental issue (either local or global) that provides the context to the research question.. Lists connections between the environmental issue (either local or global] and the research question but there are significant omissions States a relevant research question.. Outlines an environmental issue (either local or global] that provides the context to the research question.. Describes connections between the environmental issue [either local or global] and the research question, but there are omissions States a relevant, coherent and focused research question.. Discusses a relevant environmental issue (either local or global) that provides the context for the research question.. Explains the connections between the environmental issue (either local or global] and the research question. 404
4 9 INTERNAL ASSESSMENT So to get the top marks here you need to: Choose a relevant environmental issue that you can. Discuss and explain its global and/or local relevance. ^ Use to develop a focused/narrow research question. Explain how the issue is linked to the research question. This criterion assesses the extent to which the student has developed appropriate methods to gather data that is relevant to the research question. This data could be primary or secondary, qualitative c»r quantitative and may utilize techniques associated with both experiential or social science methods of inquiry. There is an assessment of safety, environmental and ethical considerations where applicable The student's report does not reach a standard described by any of the descriptors given below.. Designs a method that is inappropriate because it will not allow for the collection of relevant data.. Outlines the choice of sampling strategy but with some errors and omissions.. Lists some risks and ethical considerations where applicable.. Designs a repeatable* method appropriate to the research question but the method does not allow for the collection of sufficient relevant data.. Describes the choice of sampling strategy.. Outlines the risk assessment and ethical considerations where applicable.. Designs a repeatable* method appropriate to the research question that allows for the collection of sufficient relevant data.. Justifies the choice of sampling strategy used.. Describes the risk assessment and ethical considerations where applicable. *Repeatable in this context means that sufficient detail is provided for the reader to be able to repeat the data collection in another environment or society. It does not necessarily mean repeatable in the sense of replicating it under laboratory conditions to obtain a number of runs or repeats in which all the control variables are exactly the same. So to get the top marks here you need to: Design an appropriate way to collect enough data to study your research question. 0 Explain your method so that someone else could repeat the data collection in another environment.. Explain why you have used the methods you have used.. Show that you have looked at any ethical issues or risks. 405
5 This criterion assesses the extent to which the student has collected, recorded, processed and interpreted the data in ways that are relevant to the research question. The patterns in the data are correctly interpreted to reach a valid conclusion. 0 The student's report does not reach a standard described by any of the descriptors given below Constructs some diagrams, charts or graphs of quantitative a nd/or qualitative data, but there are significant errors or omissions.. Analyses some of the data but there are significant errors and/or omissions.. States a conclusion that is not supported by the data Constructs diagrams, charts or graphs of quantitative and/or qualitative data which are appropriate but there are some omissions.. Analyses the data correctly but the analysis is incomplete.. Interprets some trends, patterns or relationships in the data so that a conclusion with some validity is deduced Constructs diagrams, charts or graphs of all relevant quantitative and/or qualitative data appropriately.. Analyses the data correctly and completely so that all relevant patterns are displayed.. Interprets trends, patterns or relationships in the data, so that a valid conclusion to the research question is deduced. _J So to get the top marks here you need to:. Record your data in a way that is clear to everyone else - remember the moderators reading your report do not know as much about the report as you do. Present the data in a clear way so that it helps you and others interpret it - remember axes titles and clear labels for everything.. Spot the trends and patterns and describe and explain them.» Reach a conclusion based on the data - that may not be what you expected. This criterion assesses the extent to which the student discusses the conclusion in the context of the environmental issue, and carries out an evaluation of the investigation. 406
6 S i. 'TE^MAL ASSESSMENT The student's report does not reach a standard described by any of the descriptors given below.. Describes how some aspects of the, conclusion are related to the environmental issue.. Identifies some strengths and weaknesses and limitations of the method.. Suggests superficial modifications and/or further areas of research.. Evaluates the conclusion in the context of the environmental issue but there are omissions.. Describes some strengths, weaknesses and limitations within the method used.. Suggests modifications and further areas of research.. Evaluates the conclusion in the context of the environmental issue.. Discusses strengths, weaknesses and limitations within the method used.. Suggests modifications addressing one or more significant weaknesses with large effect and further areas of research. So to get the top marks here you need to: Look at your conclusion and its link to the environmental issue. Evaluate what you have done - what was good, what was bad, what worked, what didn't. Suggest how you could improve your investigation and maybe extend it with further research. You do not have to do this but it does have to be realistic. This criterion assesses the extent to which the student identifies and evaluates one way to apply the outcomes of the investigation in relation to the broader environmental issue that was identiiied at the start of the project. 0 The student's report does not reach a standard described by any of the descriptors given below.. States one potential application and/or solution to the environmental issue that has been discussed in the context.. Describes some strengths, weaknesses and limitations of this solution.. Describes one potential application and/or solution to the environmental issue that has been discussed in the context, based on the findings of the study, but the justification is weak or missing.. Evaluates some relevant strengths, weaknesses and limitations of this solution.. Justifies one potential application and/or solution to the environmental issue that has been discussed in the context, based on the findings of the study.. Evaluates relevant strengths, weaknesses and limitations of this solution. 40?
7 So to get the top marks here you need to get creative and: "' Give one solution to the problem/issue you have studied. Explain how it would be effective and what problems it may encounter. This criterion assesses whether the report has been presented in a way that supports effective communication in terms of structure, coherence and clarity. The focus, process and outcomes of the report are all well presented. 0 The student's report does not reach a standard described by any of the descriptors given below.. The investigation has limited structure and organization.. The report makes limited use of appropriate terminology and it is not concise.. The presentation of the report limits the reader's understanding. 2. The report has structure and organization but this is not sustained throughout the report.. The report either makes use of appropriate terminology or is concise.. The report is mainly logical and coherent, but is difficult to follow in parts. 3. The report is well structured and well organized.. The report makes consistent use of appropriate terminology and is concise.. The report is logical and coherent. So to get the top marks here you need to think about the readero Be logical and systematic. Use page numbers. Make sure it hangs together well. The report must be correctly referenced. You will not be penalized for a lack of bibliography or other means of citation, BUT such an omission would probably be treated under the IB Diploma Academic Honesty Policy - this can mean the loss of your Diploma. To help you understand the concepts and skills needed for your IA, you should first carry out a range of practical activities as part of your ESS course, examples of which are given throughout this book in the boxes 408
8 8iKTERNALASSESSMENT titled Practical Work. These should be an integral part of your lessons and their purpose is to: Reinforce the theory. Show you that field and laboratory work is a practical, hands-on experience. Allow you to practise using secondary data and modelling. Show you that there are benefits and limits to practical investigations. The practical work should: Be about 20 hours. Cover most of the topics in the course. Include simple and complex investigations. Involve investigating the relationships between environmental and social systems. What is included in practical work? Short labs and projects extending over several weeks. Computer simulations. Using databases for secondary data. Developing and using models. Data-gathering exercises such as questionnaires, user trials and surveys. Data-analysis exercises. Fieldwork. What is the proof of practical work? Your teacher records all practical work on a form - ESS/PSOW (practical scheme of work) and sends this to the IB with IA samples for moderation. You should check that the PSOW and IA are carefully prepared for moderation. Do this by ensuring the work is carefully organized and appropriate annotations (in black pen or pencil) are placed on the work to direct the moderator to the key points where the mark has been awarded. You are trying to showcase the students work and help the moderator understand why you awarded the marks you did and where. The aim of the moderator is to support the your marking; this is best done by following the steps identified above. Remember that the moderator does not know the case history of the work, but can only moderate what is provided. 409
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